Programs and Supports
PLC- Collaborative Team Process (Grades K–6)
Elementary teachers are organized into collaborative grade-level teams (K–1, 2–3, and 4–6) that meet weekly to ensure alignment of instruction and continuous improvement in student learning outcomes. Each team is facilitated by a designated team leader and meets for thirty minutes each week to engage in data-driven discussions and instructional planning.
During these meetings, teams systematically analyze multiple sources of data, including AIMS, MAP, NSCAS, intervention progress, and weekly classroom assessments. This analysis allows teachers to identify trends, monitor student growth, and adjust instructional strategies to meet the diverse needs of all learners.
Meeting agendas and notes are documented in a shared, continuous Google document accessible to all grade-level members and the building principal. This documentation process ensures transparency, promotes accountability, and supports ongoing communication among staff.
The collaborative team structure fosters a culture of shared responsibility, reflective practice, and instructional coherence, ensuring that data-informed decisions directly contribute to student achievement and the school’s overall improvement goals.
MTSS- Multi-Tiered System of Supports (Grades K–6)
Randolph Elementary implements a comprehensive Multi-Tiered System of Support (MTSS) to ensure that all students receive the academic, behavioral, and social-emotional supports necessary for success. The MTSS framework emphasizes prevention, early identification, and targeted intervention through a collaborative, data-driven approach.
Grade-level teams (K–1, 2–3, and 4–6) meet weekly with their team leader to analyze multiple sources of data, including AIMS, MAP, NSCAS, classroom assessments, and intervention progress monitoring. These thirty minute meetings are used to identify students’ needs, determine appropriate levels of support, and evaluate the effectiveness of instructional practices and interventions.
Data analysis and decisions are documented in a shared Google document that serves as a continuous record of meeting agendas, student progress, and instructional adjustments. This documentation is accessible to the grade-level team and the building principal, ensuring accountability and communication across all levels.
Through this process, the school maintains a systematic approach to providing tiered supports:
Tier I: Core instruction and universal supports for all students.
Tier II: Targeted, small-group interventions for students demonstrating risk or skill gaps.
Tier III: Intensive, individualized interventions for students requiring additional support.
The MTSS process fosters a culture of collaboration, data-informed decision-making, and continuous improvement, ensuring that instructional decisions are responsive to student needs and aligned with district and state expectations for student growth and achievement.
PBIS- Positive Behavioral Interventions and Support (Grades K–6)
PBIS is a proactive approach to establishing the behavioral supports and social culture needed for all students to achieve social, emotional, and academic success. It is built on four key elements:
Behavioral Expectations: PBIS establishes clear behavioral expectations for all students across various settings within the school, such as classrooms, hallways, and common areas.
Teaching Behavioral Skills: Students are explicitly taught the behavioral skills necessary to meet these expectations. At Randolph Elementary our values are Caring, Accountable, Respectful, Determined, and Safe.
Positive Reinforcement: PBIS emphasizes the use of positive reinforcement to acknowledge and encourage desired behaviors. This can take the form of praise, rewards, or other incentives.
Data-Based Decision Making: PBIS relies on data to inform decision-making and continuously improve the effectiveness of behavioral supports. Schools collect and analyze data on student behavior to identify trends and areas for improvement.
By promoting a positive school climate and teaching students the skills they need to succeed, PBIS helps create a supportive and inclusive learning environment for all.
Homeroom- Student Support Study Hall (Grades 7–12)
Homeroom is a student need-based study hall designed to provide targeted academic support for students requiring additional assistance in core subject areas. Placement in Homeroom is determined using multiple sources of data, including NSCAS scores, MAP assessments, IEP plans, SAT plans, and 504 plans.
Homeroom is facilitated by teachers from all core content areas—Math, Science, Social Studies, and English—and is structured into two groups: one for students in grades 7–9 and another for students in grades 10–12. Students not identified for targeted support are assigned to a standard study hall.
The scheduling of Homeroom for all students simultaneously allows teachers to pull individual students for one-on-one support, provide opportunities for make-up work, or review specific concepts and skills. Additionally, this dedicated time enables students to seek assistance from their teachers, ask questions, and access guidance to strengthen their understanding and performance in coursework.
This structure promotes individualized support, fosters student-teacher collaboration, and ensures that instructional interventions are aligned with students’ identified academic needs.
Cardinal Time and The Positivity Project (Grades 7–12)
Randolph Public Schools is committed to ensuring that every student achieves academic success and meets individual educational goals. To support students’ needs beyond their academic classes, the district has designated 15 minutes each day for all 7th–12th grade students, referred to as “Cardinal Time.” This period has been utilized for reading skill development and independent or leisure reading, providing students with dedicated time to strengthen literacy and foster a love of reading.
Beginning with the 2024–2025 school year, Randolph High School is implementing a new initiative during this time called the Positivity Project (P2). The Positivity Project is designed to empower students to build character, take ownership of their actions, and strengthen relationships. By integrating social-emotional learning with daily practice, P2 aims to cultivate a positive, connected, and supportive school culture that enhances both student well-being and academic engagement.
Together, Cardinal Time and the Positivity Project demonstrate Randolph Public Schools’ commitment to student development, supporting academic growth, social-emotional learning, and the creation of a respectful and inclusive school community.
Elementary ELA
Wonders 2020 K-6
EIR
SPIRE
UFLI
Corrective Reading
Lesson Maps
Rewards
Elementary Math
Math Expressions
IXL
99 Math
Fact Fluency
Elementary SEBL
The Positivity Project
CICO
Be Good People Curriculum
The Positivity Project
Jr. High/High School Math
Envisions
IXL
Jr. High/High School ELA
Elements of Language
IXL
Jr. High/High School SEBL
The Positivity Project
CICO
Be Good People Curriculum
The Positivity Project